This study examined emerging and experienced foreign language teachers’ sense of preparedness for teaching their subject in alignment with curricular intentions. A mixed-methods approach was adopted, in which semi-structured interviews preceded the distribution of a survey questionnaire. The findings revealed that the teachers felt relatively well prepared, and that their perception of solid competence stemmed from a combination of university studies, teacher experience and stays abroad. The latter factor proved especially important for oral skills and everyday culture – components which seemed insufficiently covered in academic studies. The article concludes with a discussion of issues that need to be addressed in order to develop language teacher education programs that are fully in line with the needs of society, schools and students.
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